DEVELOPING A FRAMEWORK TO DESIGN E-PBL COURSE IN CSCL ENVIRONMENT : (A) Case Study of e-PBL Course at University Level

다국어 초록 (Multilingual Abstract)

The purpose of this study was to develop a framework to design an online problem-based learning (e-PBL) course in a computer-supported collaborative learning (CSCL) environment. Four research questions guided this study, and the results are as follows.
Question 1 asked, what is the conceptual framework for designing an e-PBL course in a CSCL environment? To foster learners’ collaboration in an e-PBL course in a CSCL environment, three collaborative supporting approaches (training, script, and scaffolding) can be applied to a CSCL environment. To design a more effective e-PBL in a CSCL environment, the three approaches have to be used together effectively. First of all, context dependent training with Worked-out Example (WOE) and context implicit scripts for structuring the e-PBL processes should be provided in the stage of starting a new class. In the next stage, starting a new problem, providing context explicit scripts for structuring the tasks can provide support for learners’ collaboration. Scaffolding principles should be applied when scripts are provided at the stage of problem follow-up. Therefore, based on the learners’ level of collaborative ability, context explicit scripts for structuring the task or for problematizing concepts can be provided. In the final stage, after the conclusion of the problem, context explicit scripts for problematizing concepts would be useful.
Question 2 asked, how is the conceptual framework implemented in an actual educational context at the university level? Applying four design principles, an e-PBL course and a CSCL environment were designed and developed for the case study. Three supporting approaches were applied to develop five different collaboration supportive tools, which are provided to learners through an online community for an e-PBL course similar to the one described below. PBL orientation and team-building training were designed and managed based on the first design principle. A sheet, which contained questions for writing a reflection journal, was offered based on the first design principle. Evaluative checklists for making a plan and for producing problem-solving outcomes and various learning resources as epistemic scripts were developed based on the second design principle. Last, feedback and interviews were provided based on principles 3 and 4.
Question 3 asked, what kinds of learning processes and collaborative activities will be experienced by learners? A case study was undertaken for 4 weeks to investigate the learners’ learning processes and collaborative experiences. Learners actively participated in an e-PBL course, and most felt a sense of achievement and satisfaction regarding the course. They used the collaboration supportive tools relatively well, and the tools caused very good problem-solving qualities. Actually, most teams’ collaborative problem-solving work in the CSCL environment was well managed with the collaboration supportive tools. However, learners continually experienced difficulties with collaborating with others, identifying the problematic situation, and realizing what they have to do to solve the problem.
Question 4 asked, what are the effects of the supporting approaches and design principles? Orientation and team-building training helped learners start working collaboratively and effectively. Questions for the reflection journal were also very effective; the learners had a chance to reflect on their collaborative activities and their own contribution with the questions. The evaluative checklists guided learners’ collaboration, suggesting ideal conditions for outputs. Although the learning resources accelerated the speed of collaborative activities, the resources often created negative effects by disturbing the learners’ reflection and active discussion. Teacher feedback was the most helpful for the learners’ collaboration processes; by interpreting and applying the feedback in their collaboration, meaningful learning occurred. Interviews created interactions between the teacher and a small group of learners, and had positive effects on the reinforcement of learners’ motivation.
The case study verified that a conceptual framework and four design principles were well applied in the e-PBL course and positively effective for learners’ collaboration. Using the supportive tools developed by the principles, learners collaborated with peers actively and discussed meaningfully. To sum up, the study suggested that designing an e-PBL course in a CSCL environment based on the conceptual framework and design principles is necessary for learners to succeed in collaborative problem solving.

목차 (Table of Contents)

• Chapter 1: Introduction = 1
• Motivation and Significance of Study = 1
• Research Questions = 4
• Chapter 2: Theoretical Framework = 7
• Computer-Supported Collaboration Learning = 7
• Problem-Based Learning in the CSCL environment = 19
• A Conceptual Framework for Designing an e-PBL Course in a CSCL Environment = 26
• Design Principles for e-PBL Course in the CSCL Environment = 28
• Chapter 3: Research Methodologies = 33
• Participants = 33
• Research Design and Procedure = 35
• Data Collection and Analysis = 39
• E-PBL Course in CSCL Environment Design = 44
• Ways to Improve Research Robustness = 48
• Chapter 4: Results and Interpretation = 50
• A Conceptual Framework and Design Principles = 50
• Support for Collaboration = 53
• Learners' Perspectives on Learning and Collaborating Experiences = 60
• Effectiveness of Supporting Approaches and Design Principles = 69
• E-PBL Orientation with WOE and Team-Building Training = 72
• Questions for Journal of Reflection = 75
• Evaluative Checklists = 78
• Learning Resources = 82
• Feedback and Interviews = 85
• Chapter 5: Conclusion = 88
• Conclusion = 88
• Implication = 93
• Reference = 96
• Appendix: Example Screens of the CSCL Environment = 100